What is LEARNING CONNECT?
LEARNING CONNECT is:
A computerized, student-driven instructional system designed to raise student achievement.
An online instructional system embedded with over 60 researched-based instructional practices that have been proven to raise student learning.
An online instructional system consisting of over 100 plus STUDENT ACHIEVEMENT TOOLS that can be infused IMMEDIATELY and CONSISTENTLY within the classroom.
Each teacher-facilitated LEARNING CONNECT tool is designed to activate the learning and processing skills when teaching the content.
Why is this important?
“Research claims that as many as 85 to 90 percent of learning difficulties in the classroom are due to poor underlying learning and processing skills.”
“Research clearly tells us that each learning and processing skill must make a contribution and needs to function well for overall learning to be easy, fast and successful.”
“Unfortunately, findings also show that most teachers do not teach the strategies students need to comprehend and learn.” (Durkin, 1978–1979; Pressley, Wharton-McDonald, Mistretta, & Echevarria, 1998) (Gaskins, 2009).
How did LEARNING CONNECT originate?
WHAT WOULD HAPPEN?…..
If we logged the many available strategies known to improve the learning and processing skills?
(Improve Focus and Concentration Skills, Memory Skills, Listening and Reading Skills, Speaking and Writing Skills, Critical Thinking and Problem-Solving Skills, Planning, Process and Procedures Skills, Social and Collaboration Skills)
WHAT WOULD HAPPEN?.....
If we logged all the strategies that have been scientifically proven to increase student achievement?
On the National Level, we receive one, two or more of these silver bullets are given to us each year. They are duplicated, repackaged and given a new initiative name.
National Initiative Example – No Child Left Behind DIRECTIVES -
Dr. Robert Marzano – What Works in Classroom Instruction (2000)
- Infuse comparisons, contrasts, classifications, analogies and metaphors – 45%
- Infuse summarizing and note-taking – 34%
- Infuse (Problem-solving) - generating and testing hypotheses – 23%
- Activate Prior Knowledge – 22%
- Infuse graphic organizers, pictures, kinesthetic activity) – 27%
- (Project Learning) - Set goals and provide feedback – 23%
- Increase Vocabulary – 33%
- Increase Practice – 28%
- Use Cooperative Learning – 27%
“The success of (effective) STRATEGIES INSTRUCTION depends on INSTRUCTIONAL SUPPORTS being incorporated into the instruction if the use of strategies is to become HABITUAL for students.”
WHAT WOULD HAPPEN?.....
If we aligned all these student achievement tools within the instructional planning process for easy lesson-planning?
The LEARNING CONNECT student achievement tools (Instructional Support Tools) have been appropriately aligned within the instructional planning process. There are tools to ENTICE, to ENLIGHTEN, to ENGAGE or EMBRACE the content provided.
WHAT WOULD HAPPEN? ......
If we took all these proven strategies (DIRECTIVES) and created student achievement tools that could be infused with the content with ease and convenience?
Learning Connect does not change or replace subject content. It elevates the teacher to become a true facilitator of learning during the instructional phases of ENTICE, ENLIGHTEN, ENGAGE AND EMBRACE.
WHAT WOULD HAPPEN? ..... "The more the brain is activated when learning something, the more connections are made."
Fentress, Holly. (n.d.) Brain-Based Research. Brainhoven.
Why STRATEGY INSTRUCTION?
Stephen Luke, author of the Power of Strategy Instruction, says that:
“Good learners take very specific and systematic actions that less effective learners typically do not.
Research demonstrates that students can be taught to use strategies that they have not developed themselves through effective teaching strategies.
Strategy instruction supplies students with the same tools and techniques that efficient learners use to understand and learn new materials and skills. It moves instruction from surface learning to deep learning by connecting the meaning and implication of what is learned."
Luke, Stephen D. Ed.D. (10/2010 Update) Evidence for Education, Volume 1, Issue 1, 2006. The Power of Strategy Education. Center for Parent Information and Resources.
According to KU Center of Learning Research:
"Students who do not know or use good learning (and processing) strategies often learn passively and ultimately fail in school."
KU Center for Research on Learning. (2015) Learning Strategies. The University of Kansas.
According to Dr. Irene Gaskins, Educational Leader and Author claims that:
“In order for the United States to produce young people who are well prepared to succeed in whatever they undertake, every teacher at every grade level in every domain must become a strategies teacher. Strategies instruction needs to be adopted across the curriculum and throughout schools and school districts. It needs to begin when children enter school and continue through 12th grade.”
Gaskins, Irene. (December 23, 2009 Update). Strategies Instruction. Education.com.
What is the Impact of My Pedagogy in the Classroom?
LC educates teachers to understand the impact of their pedagogy, as teaching professionals by providing research information when clicking on the gears available within each toolbox beside the selected strategy category.
TEACHER MENU DROP DOWN LISTING
Please refer to the TEACHER MENU drop down list provided for teachers and administrators to access LC tool reference resources, LC mini-literature reviews and the LC Bibliography. Any new LC local school site initiatives and opportunities can also be discovered in the drop-down teacher menu. Enjoy your new found teacher resource - LEARNING CONNECT.
Click Here to Start Module. The gears provided on each module provide specific student learning and achievement research for the selected module strategy. Click on the gear to read and click on gear again to eliminate the research box retrieved. For more citation reference information, please refer to the Learning Connect Research Listings in the Teacher Menu located at the top of the page.